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The Discipline Toolkit

Considerations for High School Behavioral Support
by

Michaela Meyers

on 21 July 2015

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Transcript of The Discipline Toolkit

The Behavior Toolkit
You Can Handle Them All!

Exceptional Education
Some Things to Know
Behavior Report Cards
TrackStar Link: http://trackstar.4teachers.org
Click “File” and save the report card.

Scroll down to see preview.

Open the PDF, and right click. Click “Add Text”

Open the PDF version of the
report card.

Click “Keep”

If you’re satisfied, click
“Download the PDF”

Note: Jane is automatically “her/she”

Choose the number of times to evaluate behavior.

Click “Next”

Document will Save Itself

Click on “Untitled Document”
Title with Student’s Name or “Report Card” if you want to make a blank report card.

Click “OK” to Erase All Fields

Click “Start New Report Card”

Click on “Behavior Rating Scales: Report Card Maker”

Add a custom goal statement and/or click “Next”

School Work Goals

Physical Aggression Goals

Inattentive/Hyperactive Goals

Verbal Goals

Socially Withdrawn Goals

Homework Goals

Between classes, the student traveled quickly from one class to another, avoided spending too much time socializing with other students, and did not bother other students or adults along the route.
The student traveled independently through the hallway, walking directly to his or her destination and not bothering other students or adults along the route.
The student walked appropriately through the hallway with his or her class staying in single file, remaining quiet, and keeping his or her hands to self.

Hallway Goals

Categories of Goals

Select the Goal Statements by clicking on the Goal Categories

Scroll Down to
“Enter Basic Information”

http://www.interventioncentral.org/home **Scroll Down “Featured Tools”

Go to Intervention Central’s Home Page:

Click Preview

Example: If you want to evaluate before school, lunch time, and dismissal:

4

3

2

1

Complete the Boxes

Complete, save, and either print or attach the report card to an e-mail.

http://www.interventioncentral.org/home
Scroll Down "Featured Tools"
*The student took all work materials home that were required for his or her homework assignments.
*The student turned in his or her completed homework on time.
*The student wrote down homework assignments correctly and completely.
*The student wrote down homework assignments correctly and completely.

*The student avoided saying things that were not true to classmates or adults.
*The student refrained from tangential (casual) conversations with peers during academic activities and independent seatwork.
*The student spoke respectfully and complied with adult requests without argument or complaint.
*The student took responsibility for his or her own mistakes or misbehaviors and did not attempt to shift blame onto others.
*The student used his or her “quiet voice” so as not to distract other students during work or study periods.
*The student used only appropriate language in all settings and did not swear.
*The student waited his or her turn in discussions and did not interrupt others.
*The student waited to be called on or given permission by the teacher before talking.
*The student was quiet during work or study periods, and did not make noise or call out.
*The student was respectful of other students’ feelings and avoided teasing them.


*The student focused his or her attention on teacher instructions, classroom lessons and assigned work.
*The student left his or her seat only with permission during academic periods.
*The student refrained from repetitive motor behaviors (e.g. table-tapping) and did not play with objects during academic or work time.
*The student remembered academic instructions and directions without needing extra reminders.
*The student sat in class without fidgeting or squirming more than most peers.
*The student thought about the consequences of his or her actions before acting.

*The student accepted corrective feedback from staff without emotionally withdrawing or making negative comments.
*The student appeared relaxed with little sign of anxiety or fear at being in school.
*The student interacted with peers in a friendly manner, without the student being bullied or teased.
*The student showed appropriate independence in the classroom and did not cling to adults.
*The student was appropriately included by peers in group work or play situations.

*Between classes, the student traveled quickly from one class to another, avoided spending too much time socializing with other students, and did not bother other students or adults along the route.
*The student traveled independently through the hallway, walking directly to his or her destination and not bothering other students or adults along the route.
*The student walked appropriately through the hallway with his or her class staying in single file, remaining quiet, and keeping his or her hands to self.

*The student avoided engaging in rough physical “horse-play” with other students.
*The student avoided getting involved in physical fights.
*The student controlled his or her emotions and did not become upset or angry when faced with challenging or difficult situation.
*The student got along with others while showing socially appropriate behaviors.
*The student interacted with adults and classmates without endangered their physical safety.
*The student kept hands to self and did not touch classmates or their property without permission.
*The student refrained from making physical threats against other students or staff members.
*The student treated others appropriately, and did not bully, threaten, or intimidate them.
*The student treated the property of other students and adults with care and respect.

*The student arrived on time to school or to class.
*The student completed and turned in his or her assigned class work on time.
*The student participated fully in group discussions.
*The student took care in completing his or her assignments and avoided careless errors.
*The student took notes on lecture content, capturing the essential information presented.
*The student was able to complete in-class work independently, and did not require adult or peer help.
*The student was motivated to work on class assignments/projects.
*The student was prepared for class, with all necessary school materials (e.g., books, pencils, papers).
*The student was willing to ask for peer or teacher assistance whenever he or she required help on coursework.
*The student worked independently outside of the classroom to improve his or her academic skills.

Overview of the Master Teacher You Can Handle Them All Materials
Student Behavior Log Materials
Master Teacher's 124 Behaviors
124 Undesirable Behaviors and How to Handle Them
Why a Discipline Toolkit?
There must be more to classroom management than calling parents, assigning detention, and writing referrals. Included in this toolkit are items that will give teachers more strategies to understand behaviors they encounter in their classrooms and to promote positive behavior.
The Behavioral Effects of Substance Abuse
Follow the link above to Trackstar 4 Teachers. Once there, open the tracks by typing in their track number (shown to the right). Each takes you to a WebQuest reviewing various sites with pertinent information on alcohol, marijuana, poor nutrition, and sleep deprivation on student performance and classroom behavior. At each Web Quest, you will see questions across the top to guide reading, and links to the sites down the left side.
Track # 450662: Effects of Alcohol on Adolescent Brain Development and Behavior.
Track #450664: Effects of Marijuana on the Adolescent Brain and Behavior
Track #450672: Effects of Poor Nutrition on the Adolescent Brain and Behavior
Track #450674: Effects of Poor or Inadequate Sleep on the Adolescent Brain and Behavior
Legal Considerations
This PowerPoint covers Federal legislation that applies to disciplining ESE students. It seeks to show the importance of the Regular Classroom Teacher's participation on the IEP team.
Behavioral Considerations for students with Autism Spectrum Disorders (ASD)
This PowerPoint seeks to shed light on strategies needed when working with ASD students. Since an ASD student spends most of his/her time at school, we are an integral part of his/her treatment.
Individualize discipline by creating Discipline Report Cards. Choose from an excellent selection of target behaviors in many different school settings
Here are several PowerPoints with information on positive behavioral techniques to use with ASD, SLD, and EBD students.

Also, click on the link to create individualized Accommodations/Modifications charts for classes, small groups, or individual students
Behavioral Considerations for Students with Specific Learning Disabilities (SLD)
This PowerPoint discusses ways to assist SLD students and thereby improve their behavior.
Behavioral Considerations for Students with Emotional-Behavioral Disabilities (EBD)
This PowerPoint discusses research that suggests the way to help an EBD student improve behavior is to first assist the student academically.
Michaela Meyers
Administrative Internship Project
St. Leo University - EDU678

The Accommodations Finder at Intervention Central
InterventionCentral.org is a website the provides a wealth of Response to Intervention (RtI) information, including the Behavior Report Card maker appearing earlier in this Prezi. The Accommodations Finder link will take you to Intervention Central's program to create accommodations lists. These can be for entire classes, small groups, or individuals.
Behavior Toolkit Evaluation
Please take a minute to let me know how helpful the Behavior Toolkit is. Look at the survey below and email your comments to me or let me know if you want me to email you a copy of the evaluation that you can complete. That way, I'll be able to improve the Behavior Toolkit. Thank You, Cala Meyers
http://www.interventioncentral.org
http://www.interventioncentral.org/teacher-resources/learning-disability-accommodations-finder
Full transcript